LC 

+519 



ihe- Primary Education 

CRJ^LED CHILDREN 



Doo^ks GMPMflrtrie 



▼ 



STO 







aass_LCA5_Li 



St 

Some Considerations 
Affecting the 

Primary Education 

°j 
Crippled Children 

Together with a Survey of the Historical 

Development and Present Status 

of Care for Cripples. 

By 
DOUGLAS C. MCMURTRIE 



New York City 
1910 






Copyright, 1909, by 
Douglas C. McMurtrie 



In addition to proper surgical atten- 
tion, what the crippled child most needs 
is that help which is required to offset or 
counterbalance the peculiar limitations 
imposed upon him by his deformity. The 
physical care is of prime importance, for 
it is essential in all cases and in many 
instances it succeeds in effecting com- 
plete cures, thus disposing of the entire 
problem. But there is something be- 
sides physical care to be considered if the 
best all-around results are to be obtained. 
The crippled child should be afforded ed- 
ucational facilities fully as advantageous 
as those offered to normal children. 

All of the arguments which can be ad- 
vanced for the education of normal chil- 
dren — and more — can be urged in behalf 
of the crippled child. Starting life with 



The Primary Education 



a serious handicap, the only chance for 
the cripple lies in superior preparation 
for the struggle for a livelihood. For the 
normal, healthy person education is de- 
sirable; for the cripple it is necessary; 
that is, unless he is to be a constant 
charge on the community. And this is as 
bad for the cripple as it is uneconomical 
for the State. Did the education of the 
physically defective cost five times as 
much as it does it would still pay the 
State to provide education for this class, 
judging by a mercenary standard alone. 
When considered from an humanitarian 
viewpoint, the necessity of education 
seems even more urgent. It will hardly 
be denied, then, I take it, that proper ed- 
ucation should be provided for the 
cripple. 

In examining the extent to which the 
community has fulfilled this obligation 
to the crippled child, it may be well to 
survey briefly the development of the 
movement in his behalf. 



of Crippled Children 



II. 

From the earliest times the lot of the 
cripple has been a hard one. In the ages 
of antiquity, among primitive people, 
cripples were disposed of in a very sim- 
ple manner. They were cast out and left 
to perish. As this was considered per- 
fectly justifiable, the community easily 
discharged its duty in the matter. Ori- 
ental peoples turned forth their cripples 
to wander in the wilderness. The inhabi- 
tants of ancient India cast them into the 
Ganges; the Spartans hurled them from 
a precipice. The early Jews banished 
their cripples from the cities and com- 
munities so that they had, perforce, to 
beg by the roadsides. The general atti- 
tude was to regard a physical deformity 
as a blight sent by God either as a sign 
of His displeasure or as punishment for 
sin. 

The Greeks, worshipping as they did, 
the perfection of bodily form, regarded a 



The Primary Education 



cripple as the incarnation of everything 
unlovely, not only physically but also 
mentally and morally. Homer describes 
Thersites as possessed of every ugly at- 
tribute, and equally deformed in body 
and in mind. 1 Such was the propensity 
of this crippled soldier of the army before 
Troy for indulging in vituperative lan- 
guage that he could not abstain from di- 
recting it against not only the chiefs of 
the army, but even Agamemnon himself. 
It is related that he ultimately perished 
at the hand of Achilles, while he was rid- 
iculing the sorrow of that hero for the 
slain Penthesilia. Bodily defect is also 
associated with low mental and moral 
tone in early Teutonic mythology. Later 
on in The Tempest, Caliban, who is de- 
scribed as being capable of all ill, 2 is pic- 
tured as a savage and deformed slave. 

In the Middle Ages the spread of Chris- 
tianity had done little to better the treat- 

1 Homer; Iliad, 2, 212 seqq. 

2 Shakespeare ; The Tempest, Act 1 , Scene 2. 



of Crippled Children 7 

ment of the cripple. In fact, those bur- 
dened with physical deformity were con- 
sidered as targets for contempt and ridi- 
cule and contumely was continually 
heaped upon them. Very often were 
they compelled to gratify the whims of 
their fellows by playing the part of jes- 
ters or fools. 

But all this was destined to pass. If it 
was slowly, it was none the less surely. 
With the crystallization of the social sen- 
timent and the growing consciousness of 
the responsibility of the community for 
its unfortunate members the lot of the 
cripple began to improve. But it was 
long after care for the blind, the deaf and 
dumb, and the mentally defective had 
been provided that any considerable at- 
tention was devoted to the cripple. 

In the early part of the nineteenth cen- 
tury can be found isolated cases of the 
admission of cripples to asylums and 
almshouses maintained by religious bod- 
ies. Care of this sort, however, merely 



8 The Primary Education 

protected the cripple against care and 
neglect. It was many years later when 
the first efforts were made to render crip- 
ples self-supporting and independent and 
thus accomplish permanent results. 

To Bavaria must go the credit of es- 
tablishing the first institution for the 
care of cripples on the basis of education 
and development. In 1832 Johan Nepo- 
muk founded in Munich the first home 
and school for cripples. 1 Twelve years 
later this institution was taken over by 
the Bavarian authorities and is now 
maintained under state auspices. 

Following this example, many other 
homes with similar purposes were found- 
ed and soon France, England, Switzer- 
land and Italy, as well as Germany, came 
to have one or more institutions for the 
care of cripples. In 1872 there was found- 
ed in Copenhagen, Denmark, by Pastor 
Hans Knudsen an industrial school, 2 

1 Kgl. bayerische Zentralanstalt fur Erziehung und Bildung 

kriippelhafter Kinder. 

2 Samfundet, som antager sig VanfWe og Lemlaestede. 



of Crippled Children 



which has been a leader along many lines. 
Since that time there have been institu- 
tions established in the United States, 
Sweden, Finland, Enssia, Norway, Aus- 
tria-Hungary, Holland and Belgium. 

At the present time there are a very 
fair number of institutions in different 
parts of the world doing work for crip- 
ples. Perhaps the most conscious move- 
ment in their behalf is in Germany, where 
there is a national association 1 for the 
benefit of crippled children. Concerted 
work by all those interested in the work 
has done much to advance the cause, and 
there are now about fifty homes for crip- 
ples in the German Empire. Switzerland, 
which has but one institution 2 for crip- 
ples, has awakened to the realization of 
how much there is to be accomplished, 
and there, too, has been organized a so- 
ciety 3 to promote the interests of crip- 

1 Vereinigung fur Kriippelfiirsorge. 

8 Mathilde-Escher Stiftung. 

8 Schweizerischer Verein fur krtippelhafte Kinder. 



io The Primary Education 

pled children and provide for their care 
at different points throughout the coun- 
try. A national campaign for contribu- 
tions has been waged and a large sum of 
money has already been raised. 

In the Scandinavian countries the situ- 
tion is one of promise. Denmark, which 
is a small country, has an excellent in- 
stitution which has been referred to pre- 
viously, and the Danish cripples are well 
provided for. Sweden has four institu- 
tions devoted to the care of the physically 
infirm. These establishments are well 
distributed and cover the field very satis- 
factorily. Norway has but one such in- 
stitution 1 , and, while this is excellent, it 
is not adequate to meet the demands of 
the situation. It is expected, however, 
that another will soon be established. 

Finland has four schools for cripples 
and Russia has two. Austria-Hungary 
has four institutions for the crippled and 

1 M Sophies Minde," Arbeidsskolen og Hjem for Vanfore. 



of Crippled Children n 

deformed and Belgium and Holland have 
one each. France, which started so early 1 
in work along this line, has made little 
progress lately and the situation there is 
far from satisfactory. Italy has some ex- 
cellent institutions, though the problem 
of caring for the crippled population 
there is a particularly difficult one with 
which to deal. 

England has for many years had ex- 
cellent institutions for the care of crip- 
ples and there are several agencies there 
which have done pioneer work along cer- 
tain lines. Perhaps the most interesting 
tendency at the present time is the in- 
creasing responsibility for the education 
of cripples which is being assumed by the 
public authorities. There are also a num- 
ber of homes and several good trade 
schools. 

In the United States much work has 
been done, although most of it has been 

1 With the foundation in 1845 of "Les Asiles John Bost." 



12 The Primary Education 

concentrated around several centers. A 
deplorable feature, however, is the total 
lack of care for cripples in some extensive 
districts. Some of our native institutions 
for the care of cripples are as fine as any 
in the world and are doing splendid work. 
One phase of work for cripples in this 
country which is practically unique is 
State care. Three States of the 'Union 
now have the only institutions for crip- 
ples which have been started wholly by 
legislative initiative and have been man- 
aged entirely under public auspices. The 
majority of these State establishments 
are efficient modern institutions. Lastly, 
there is a work of splendid promise which 
has been inaugurated by the public school 
systems in two cities. This will be re- 
ferred to later. 

It is not to be inferred that the provis- 
ion for cripples at the present time is at 
all adequate. There are, to be sure, some 
excellent agencies for their care, but they 
are few and far between and are lament- 



of Crippled Children 13 

ably insufficient in point of accommoda- 
tion to meet the needs of the situation. 
Where there are a dozen institutions for 
other classes of defectives, such as the 
blind or the deaf and dumb, there is one 
or perhaps none for cripples. As the 
movement in their behalf was late in 
starting, so it has been slow in develop- 
ing, and at the present time the field of 
care for cripples offers a splendid oppor- 
tunity for work. 

III. 

Just so long as the means available for 
the care of cripples is limited, so long 
should the chief emphasis be placed on 
the care and training of crippled chil- 
dren. With children more can be ef- 
fected, and, consequently, more perma- 
nent good can be accomplished. 

The form of care to be given must de- 
pend largely upon the circumstances in 
individual cases. Broadly speaking, 
however, it may be said that there are 



14 The Primary Education 

two distinct methods of providing for the 
education of crippled children. One is 
residential treatment in institutions and 
homes, the other is in non-residential 
schools to which the children go each day. 
As a general thing, when the latter meth- 
od is used, the requisite medical attention 
is secured by sending the children to clin- 
ics or dispensaries. In cases of extreme 
disability or long-continued sickness, the 
residential system is essential, but in 
cases where occasional treatment only is 
required excellent results have been at- 
tained by the day school plan. Eealizing, 
therefore, the necessity in serious cases of 
the residential system in its own excel- 
lently developed field, the remainder of 
this article will consider only such cases 
as do not demand residential treatment 
and would not, under normal circum- 
stances, be likely to receive it. 

There are thousands of crippled chil- 
dren in the cities of our country who 
would profit by care in day schools, and 



of Crippled Children 15 

yet to whom nothing is given beyond sur- 
gical care. In their cases the humanistic 
and educational considerations are en- 
tirely neglected. Such of these cripples 
whose families cannot afford to give them 
exceptional advantages grow up within 
the most cramped environment, being 
practically confined to the limits of their 
homes. They are able to get out very lit- 
tle, and all educational advantages are 
absolutely denied them. Their existence, 
as they grow older, becomes, in many in- 
stances, almost embruted. Such children, 
even were a complete surgical cure ef- 
fected, would hardly be fitted for useful 
careers on account of their serious educa- 
tional deficiencies. And when a child 
reaches an advanced age without any 
schooling whatever, the case is indeed a 
difficult one with which to deal. Such a 
situation should clearly never be allowed 
to exist. In order to prevent it educa- 
tional facilities should be provided for 
crippled children when they are at the re- 
ceptive age. 



16 The Primary Education 

The logical provision for such children 
is education in day schools, so modified 
as to be adapted to their special require- 
ments. Universally speaking, however, 
very little has been done along this line, 
though in specific instances and localities 
excellent results have been attained. In 
England there has been developed an ex- 
cellent system of day schools for crippled 
children in conjunction with the public 
school organization, and the accommoda- 
tion afforded is more nearly approaching 
adequacy each year. In New York City 
there are day schools under both State 
and private auspices. In Chicago there 
are special classes maintained in the pub- 
lic schools, and in Boston there is an ex- 
cellent industrial day school under pri- 
vate management. 

For crippled children attending such 
schools it is necessary to provide in ad- 
dition to the instruction at the school 
daily transportation from the homes and 
a nursing supervision over the children's 
physical condition. 



of Crippled Children jy 

Among the day schools for cripples 
now in operation some are maintained 
by the State and some under private 
auspices. In most instances of private 
management, however, the establishment 
of the school was prompted by the failure 
of the public authorities to provide for 
the situation. In some cases it is neces- 
sary to furnish trade education by private 
means, but now there is a growing senti- 
ment in favor of the provision of this, too, 
by the State. 

The responsibilty, at least, for primary 
education, however, should undoubtedly 
rest upon the State, and such training 
should be provided by the public educa- 
tion authorities. It is the duty as well 
as the path of economy for the communi- 
ty to furnish such facilities. The advan- 
tages of the provision of primary educa- 
tion by the regular school authorities is 
obvious, and the placing of the responsi- 
bility for it upon public agencies has 
manifest advantages. 



18 The Primary Education 

In the first place, it puts the expense 
where it belongs and leaves private phil- 
anthropy free to exert its efforts in other 
directions. 

Secondly, it places the work on a more 
permanent basis, relatively independent 
of changes in management or decreases 
of a fluctuating income. 

Again, it accomplishes the very excel- 
lent end of removing regular education 
from a charitable category. This is a 
benefit to both sides. 

Finally, it makes the whole education 
process normal, as it allows the crippled 
child to go to the same school as does his 
more fortunate brother. This is a healthy 
influence which tends toward self-respect. 
The average deformed child, under ordi- 
nary conditions, feels his keenest sorrow 
in the fact that he cannot do as the other 
children do. It would be idle to suppose 
that he is harassed by any far-reaching 
vision of a life rendered barren through 
the lack of educational advantages. The 



of Crippled Children ip 

crippled child, while not like the normal 
child in all his positive characteristics, is 
at least like him in all his negative traits. 
And one of these, the attribute of every 
child, is immaturity of mind. And the 
result of this is shortness of vision. The 
present looms up as of disproportionate 
importance. The child's really acute de- 
privation is that he cannot play as the 
other children do and that he cannot go to 
the same schools where they spend so 
much of their time. The relative import- 
ance of the two considerations to the 
child is probably ranked in the sequence 
named. So while special schools, from 
the child's point of view, are a help to- 
ward relieving the narrowness of exis- 
tence, the chance to go to the regular 
public schools is a blessing that puts him 
on the high road to regaining a normal 
and healthy view of life. It contributes 
inestimably to his happiness and adds 
materially to his self-confidence, which 
has in so many cases been almost totally 
obliterated. 



20 - The Primary Education 

In addition to this, the efficiency of 
this system, from a pedagogic standpoint, 
has been amply demonstrated by the ex- 
cellent classes in the New York and Chi- 
cago public schools. 

At the present time, however, it seems 
that the outside care which is essentially 
personal in character, must be provided 
by private philanthropy, and owing to the 
non-paternal attitude of the authorities, 
it is probable that this will continue to 
be the case. Part of the care, the trans- 
portation, for instance, can be provided 
by the State, but often the best way in 
which such an arrangement can be 
brought about is for the service to be pro- 
vided first by private means and then, 
when it is demonstrated to be successful, 
it may be taken over and made a part of 
the official system. 

This in many ways is a very logical ev- 
olution. The burden for the pioneer work 
is thus placed upon members of the com 
munity who are especially interested and 



of Crippled Children 21 

experiments can be made with alternate 
failure and success without the public 
censure incidental to the former outcome. 

In cases where the children are moved 
daily from place to place it remains 
largely a matter of judgment as to wheth- 
er the clinical work shall be done in the 
schools or elsewhere, as at hospitals or 
dispensaries. In view of the fact that 
removing such work from the schools 
makes the educational system more nor- 
mal for the children, this would seem the 
more advisable course. 

Where possible it is well to leave as 
much of the responsibility as possible 
with the family — where it belongs. If the 
family can be trained so as to fulfil this, 
then the most permanent results are at- 
tained. The relations of the child to his 
parents remain natural, and as such they 
function in the healthiest manner. The 
home situation is not strained and no un- 
pleasing readjustments are necessary. 



22 Education of Cripples 

The crippled child is not unlike a nor- 
mal child, except in the fact that he is 
handicapped by his deformity and is thus 
denied some of the activity of his more 
fortunate fellows. The aim should there- 
fore be to give him, in so far as possible, 
all the advantages enjoyed by other chil- 
dren, offsetting by aid at special points 
the limitations imposed by his deformity. 
Such a policy would give him his educa- 
tion through ordinary means, and as a 
right, not a charity. It would also make 
for a more thorough and healthy mental 
growth and development. To summarize 
the situation, it may be said that condi- 
tions of primary education for a crippled 
child should be made just as normal as 
possible. 







Lc D 'II 



